نشریه کودکان استثنایی
سال دوم شماره 2 (پیاپی 4، تابستان 1381)

The behavior disorders, with whatever etiology, have such consequences on family, school and society that have called the attention of specialists and educationalists for improving educational and remedial techniques. These techniques fall in the wide range of medical, behavioral and cognitive therapies. This article brings forth the techniques with educational tendencies, among which we are most concerned with parent - education, role - playing, problem – solving and social skills. This article is also aimed at covering the issue of the application of these techniques in some countries. The findings of some important researches in the country have also been cited. In the final part, different techniques have been discussed theoretically and their future perspective noted.

This article brings forth the report of a study on "reading first" method of "neo–holistic approach" in literacy training. In this study two tests were devised using the first- grade textbook. Both tests were administered to two groups of subjects. The first group for the first test was the experimental one, who had received leteracy training under the reading- first method. This group consisted of 86 (48 male, 38 female) hearing- impaired students from the special schools for the deaf in Tehran.77 (47male, 30 female) subjects from this group took part in the second test. The second group taking part in the first test consisted of 100(50male, 50 female) hearing students sampled randomly from elementary schools of five educational districts of Tehran. This group not being trained under the method, formed the control one, of which 60(30 male, 30 female), sampled randomly took part in the second test. The results being analyzed statistically show a significant difference between the two groups in their performance in reading words and letters which had not been taught formally. Such a result is indicative of the positive effect of exposure to written material on the acquisition of reading words. In others words, such a result, supports the effectiveness of "reading first" method in literacy training.

This study is concerned with the question of the effect of reciprocal teaching on reading comprehension and social maturity of fifth- grade dyslexic students in Joveyn - Sabzevar. The subjects were composed of 32 dyslexic students, sampled randomly and divided in two equal groups of experimental and control ones. The reciprocal teaching was applied to the experimental group; whereas the control group was just receiving the traditional teaching. In the post - test, the Reversal Test, Reading Comprehension Tests I and II, and Vineland Social Maturity Scale were administered. The data were analyzed statistically, the results of which were indicative of the positive effect of reciprocal teaching on the reading comprehension and social maturity of dyslexic students.

Based on the multidimensional concept of school readiness which comprises the motor, cognitive, social and language aspects; and using the vocabulary, picture completion, information and auditory memory subtests of WISC and WPPSI, some of the pre-school concepts such as classification, perception of similarities and contrasts, seriation and one- to- one correspondence and Lincoln Oseretsky Development Scale and the subtests of grammatical completion and understanding, picture vocabulary, sentence imitation und social skills expected from six-year-olds; the primary form of the test, composed of 124 questions, was constructed. In the preliminary phase this test was administered to 30 and 150 six - year - old children, respectively for, studying the appropriateness of questions and for estimating its psychometric features. The test was administered country- wide in 11 provinces selected randomly. As a result, 36 questions were of appropriate psychometric features. The construct validity of the final form of the test was determined. The internal consistency coefficient for the males was 0.84 and for the females 0.82 the estimated cut off points for the boys was 15 and for the girls 16.

This research deals with the question of effective factors on the school achievement of integrated hearing impaired students. 231(98 females, 133 males) sampled randomly from the whole population of the hearing impaired students in mainstream schools of Tehran in the academic year 2000-2001, together with their parents and teachers, made up the subjects for this study. Four researchers- made questionnaires were used for obtaining the data. The grade average of the students during the academic year was used as an index for school achievement. The data were analyzed statistically. The results show that 8 of the total 1 3 variables had a significant effect on school achievement. These 8 variables are: hearing aid, previous teaching experience of the teachers, rehabilitation services, degree of hearing loss, age of the onset of hearing impairment, socio-economic status, teacher attitude and job satisfaction.

This study is concerned with two issues. One of them is the difference between the mother-child relationship in two groups of mentally retarded and normal children; and the other is the relation between the mother- child relationship and school achievement on one hand and the gender of the children on the other.46 mothers (23 of either group) and 46 children (32 of either group) sampled randomly, made up the subjects of the study. The results were indicative of differences in the mother- child relationships between the two groups, and also of correlation between mother - child relationship and school achievement of the mentally retarded children.